La « distance proximale » à l’épreuve du dispositif « Ma classe à la maison »
The aim of our study is to identify the socio-educational and affective effects of the first Covid-19-related confinement on the pedagogical relationship. In the educational field, the principle of “pedagogical continuity” required the implementation of the “My class at home” scheme. We therefore ob...
| Main Authors: | , , |
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| Format: | Article |
| Language: | fra |
| Published: |
Université de Provence
2022-03-01
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| Series: | Questions Vives |
| Subjects: | |
| Online Access: | http://journals.openedition.org/questionsvives/6203 |
| _version_ | 1828781669472010240 |
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| author | Isabelle Jugé-Pini Jean-François Plateau Bernard Coulibaly |
| author_facet | Isabelle Jugé-Pini Jean-François Plateau Bernard Coulibaly |
| author_sort | Isabelle Jugé-Pini |
| collection | DOAJ |
| description | The aim of our study is to identify the socio-educational and affective effects of the first Covid-19-related confinement on the pedagogical relationship. In the educational field, the principle of “pedagogical continuity” required the implementation of the “My class at home” scheme. We therefore observe the feelings of teachers and pupils through the notion of “proximal distance” (Paquelin, 2011). A qualitative and quantitative survey conducted among teachers and 106 high school students supports the following questions: Does “distance” produce proximity? What role do emotions play in the teacher-student relationship? Can this experience have lasting effects on distance support? The results provide avenues for reflection on: a) the paradox of proximity at a distance; b) the recognition of the place of emotions in the triangular student-teacher-knowledge relationship; c) the limits of the transferability of the distance experience to secondary school teaching practices outside the health context. |
| first_indexed | 2024-12-11T17:36:58Z |
| format | Article |
| id | doaj.art-c70e26115c19493b9de74cc8d852b38d |
| institution | Directory Open Access Journal |
| issn | 1635-4079 1775-433X |
| language | fra |
| last_indexed | 2024-12-11T17:36:58Z |
| publishDate | 2022-03-01 |
| publisher | Université de Provence |
| record_format | Article |
| series | Questions Vives |
| spelling | doaj.art-c70e26115c19493b9de74cc8d852b38d2022-12-22T00:56:38ZfraUniversité de ProvenceQuestions Vives1635-40791775-433X2022-03-013610.4000/questionsvives.6203La « distance proximale » à l’épreuve du dispositif « Ma classe à la maison »Isabelle Jugé-PiniJean-François PlateauBernard CoulibalyThe aim of our study is to identify the socio-educational and affective effects of the first Covid-19-related confinement on the pedagogical relationship. In the educational field, the principle of “pedagogical continuity” required the implementation of the “My class at home” scheme. We therefore observe the feelings of teachers and pupils through the notion of “proximal distance” (Paquelin, 2011). A qualitative and quantitative survey conducted among teachers and 106 high school students supports the following questions: Does “distance” produce proximity? What role do emotions play in the teacher-student relationship? Can this experience have lasting effects on distance support? The results provide avenues for reflection on: a) the paradox of proximity at a distance; b) the recognition of the place of emotions in the triangular student-teacher-knowledge relationship; c) the limits of the transferability of the distance experience to secondary school teaching practices outside the health context.http://journals.openedition.org/questionsvives/6203confinementpedagogical continuityproximal distancepedagogical relationshipaffectivity |
| spellingShingle | Isabelle Jugé-Pini Jean-François Plateau Bernard Coulibaly La « distance proximale » à l’épreuve du dispositif « Ma classe à la maison » Questions Vives confinement pedagogical continuity proximal distance pedagogical relationship affectivity |
| title | La « distance proximale » à l’épreuve du dispositif « Ma classe à la maison » |
| title_full | La « distance proximale » à l’épreuve du dispositif « Ma classe à la maison » |
| title_fullStr | La « distance proximale » à l’épreuve du dispositif « Ma classe à la maison » |
| title_full_unstemmed | La « distance proximale » à l’épreuve du dispositif « Ma classe à la maison » |
| title_short | La « distance proximale » à l’épreuve du dispositif « Ma classe à la maison » |
| title_sort | la distance proximale a l epreuve du dispositif ma classe a la maison |
| topic | confinement pedagogical continuity proximal distance pedagogical relationship affectivity |
| url | http://journals.openedition.org/questionsvives/6203 |
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